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ERIC Number: EJ854607
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0027-4321
Strategies for Working with Children with Cochlear Implants
Schraer-Joiner, Lyn; Prause-Weber, Manuela
Music Educators Journal, v96 n1 p48-55 2009
According to the National Institute on Deafness and Other Communication Disorders, 23,000 individuals in the United States, including 10,000 children, have a cochlear implant. This biomedical electronic device has been a breakthrough in the auditory rehabilitation of individuals diagnosed with severe or profound sensorineural hearing losses who are unable to hear and/or comprehend speech with conventional hearing aids. The cochlear implant converts incoming sound signals into electrical impulses that directly stimulate the remaining auditory nerve fibers in the inner ear. All cochlear implants are comprised of a receiver placed subcutaneously behind the ear and three external components, specifically, the transmitter system, the microphone, and the speech processor. The acoustical signals gathered by the microphone are electrically transduced, traveling via cable to the speech processor. These signals are transformed into electrical impulses that travel back to the transmitter. The signals are then sent through the skin via radio waves to the receiver and subsequently to the electrodes implanted within the cochlea of the inner ear. The electrical discharge of the auditory neurons advancing through the central auditory system to the auditory cortex are then interpreted as meaningful sound. Because of advances in cochlear implant technology, music educators will see more children with cochlear implants in their classrooms. As a result, many will require support and guidance to adequately meet the specific aural and communicative needs of these students. All children, regardless of background and ability, should experience the different facets of their musical heritage and have opportunities to develop their aural, artistic, expressive, and musical sensibilities. Musical activity can promote both acceptance and understanding. It can eliminate social barriers and help to diminish the misconceptions and fear often associated with impairments or disabilities. This article offers some recommendations which can serve as a foundation for music educators in providing pleasurable musical experiences for many children with this hearing prosthesis. (Contains 3 figures, 33 notes, and 14 resources.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A